Education has traditionally been seen as the transmission and, in many respects, the consolidation of the experience of generations and the values ​​inherent in society. In the last century, school-centrism reigned in education, emphasizing the special role that the school played in this process. In addition, education was considered a “forge of personnel”, that is, it was responsible for the training of specialists for the economy and the social sphere. At the same time, the student himself acted, rather, as an object that was subjected to processing, preparation, and refinement in the education system. This approach to education can be considered product-centric. At the present time, education should increasingly not only convey experience, but prepare a person for a future that will be very different from the past. And in this process, the choice of the educational trajectory by the individual, his motivation in obtaining education, in designing his future, begin to play an increasingly significant role.

Issues for discussion:
• How can a mass education system become human-centered? Is there a contradiction between mass character and personification of education?
• Does the transition from product-centricity to human-centrism in education mean a strengthening of the role of small educational institutions?
• Will the pandemic and the development of distance technologies accelerate the transition to human-centeredness, when education literally comes to every student’s home? Or, on the contrary, will it only create the illusion of personification and lead to a decrease in the quality of education?
• What resources will the transition to human-centered education require?

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